The predictive validity of the communication skills examination on students’ overall academic performance at the Sokoine University of Agriculture
| dc.contributor.author | Komba, Sotco | |
| dc.date.accessioned | 2019-08-14T11:19:33Z | |
| dc.date.accessioned | 2020-01-08T09:16:07Z | |
| dc.date.available | 2019-08-14T11:19:33Z | |
| dc.date.available | 2020-01-08T09:16:07Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | The study investigated the Predictive Validity of the University Communication Skills (CS) Examination on the Students’ Overall Academic Performance at the Sokoine University of Agriculture (SUA). The objectives of the study were: firstly, to determine the extent to which the CS examination predicts the overall performance expressed in terms of the University GPAs; secondly, to identify whether the predictive validity varies by sex, type of school, and type of degree programme; thirdly, to examine whether the CS examination is a better predictor for the university GPAs than students’ entry qualifications; and fourth, to compare the students’ overall academic performance with their abilities in the English written Skills test. The respondents were 358 finalists from six programmes selected randomly out of the 20 degree programmes at the SUA. The findings indicated that the University CS examination positively predicted the overall students’ performance expressed in terms of GPAs. The significant relationship was found to be r=0.416, p< 0.01. Furthermore, the predictive validity of the CS examination scores on the University GPAs varied by sex and was higher for males (r=0.483, p<0.01) than females (r=0.272, p<0.01). Moreover, the CS examination scores predicted the University GPAs better than the students’ university entry points. However, the type of school attended at both CSEE and ACSEE levels and type of degree programme enrolled at SUA had insignificant influence on the predictive validity of the CS examination. It was also revealed that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). Content analysis of the EWST showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions. From the above findings, firstly, there is need for the Sokoine University of Agriculture to review its course assessment procedures for students taking different courses at the university. Secondly, the Sokoine University of Agriculture should carry out a study to review objectives, materials, and methodologies for the teaching and learning of the Communication Skills course. Lastly, a similar study to involve more than one university should be conducted in order to compare the effectiveness of the University Communication Skills examination. | en_US |
| dc.identifier.citation | Komba, S (2012) The predictive validity of the communication skills examination on students’ overall academic performance at the Sokoine University of Agriculture, Doctoral dissertation, University of Dar es Salaam. (Available at http://41.86.178.3/internetserver3.1.2/search.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4636 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | English language | en_US |
| dc.subject | Ability testing | en_US |
| dc.subject | College students | en_US |
| dc.subject | Sokoine university of agriculture | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The predictive validity of the communication skills examination on students’ overall academic performance at the Sokoine University of Agriculture | en_US |
| dc.type | Thesis | en_US |